1. Stevie Chepko chepkosf1@gmail.com Designing Deliberate Practice Tasks

2. Defining Deliberate Practice Ericsson, Krampe, & Clemens (1993) defined deliberate practice as – Learning experiences that primary purposes are attaining and improving current level of performance. Focus is on the specificity of the practice condition that addresses identified weaknesses and allows students to address those weaknesses Requires effort,concentration, and cognitive engagement on the part of the learner Requires continuous feedback and adaptation of practice condition Relies on the expertise and guidance of a teacher/coach Must provide learners with enough practice for improvement to occur

3. What Deliberate Practice is Not - Simply playing the “game” or gaining experience does not lead to performance improvement and delays learning Simply drilling on technique will not lead to performance gains Drills do not cognitively engage students Often address only one component of a skill Often do not allow for differentiated instruction Often do not allow learners to practice the essential elements of the skill within the context of how the skill will be used

4. Deliberate Practice Is - Teachers designed based on the uniqueness of their environmental context Based on pre-existing skill levels of learners Focused on the key skills and knowledge required for the physical activity Cognitively and physically engaging for students Of short duration with multiple practice tasks that allow for progressive & sequential learning

5. Creating Deliberate Practice Tasks Practice task must be challenging (cognitively & physically) Engage all students in the task Ability group Differentiated instruction Teaching by invitation Allow for transfer of learning Maximize the number of practice opportunities

6. Creating Deliberate Practice Task (cont.) Build on pre-existing knowledge/skill Include the contextual environment in which the skill will be used Short duration with multiple extensions and refinements based on student responses Provides numerous opportunities for feedback from the task, the teacher/coach, and/or peer Requires self-evaluation on the part of the learner

7. Assessment Inherent to the process of deliberate practice is On-going and continuous assessment of performance Teaching learners to self-assess and correct Tracking progress over time and using the information to modify the next practice tasks Focus is on specific skills or knowledge that needs to improve for each student

8. Context Avoid the “silo” of skill technique without context Deliberate practice tasks should mirror the context in which the skill/knowledge is used Combine the teaching of skills with tactics and strategies Teach students to problem solve Provide feedback on game decision-making Teach for transfer Teach anticipation

9. Maximize the Amount of Physical Activity Time To maximize the amount of PA and deliberate practice time Plan the sequences in advanced based on pre-existing skill/knowledge Ability group students Keep all instruction to one or two key elements Practice those elements for no more than 2 minutes Refine the task (reinforce those elements) Practice again for no more than 2 minutes Add another element (if students are ready) and practice for 2 minutes Repeat the sequence for each skill or task

10. Differentiation of Instruction Allow students choices on – Entry and exit points Equipment Size of space Number of students in the practice tasks With or without defense Number of skills to be included in the task To move forward or continue to practice at the same level with a refinement Intra-task variation through task cards or levels of skill practice at a station

11. Practice Tasks to be Developed 6 th grade class Volleyball forearm pass Create a sequence of three practice tasks that begin the process of skill acquisition for the forearm pass Each practice tasks should have at least one refinement and one extension Remember to keep the game context in mind as students begin the practice sequence Allow for differentiated instruction within each tasks

12. Practice Tasks to be Developed Fifth grade class Teach the offensive skills of give and go, lead pass, and pivot Create three practice tasks in a sequence Each practice tasks should have at least one refinement and one extension Remember to keep the game context in mind as students begin the practice sequence Teach for transfer of these skills to multiple invasion games Allow for differentiation of instruction

13. Practice Tasks to be Developed 7 th grade Create a station or task card for a deliberate practice task for striking using a short or long handled implement Provide at least three levels of the task to account for varying levels of skill in the class For each level of the task, provide at least one refinement and extensions

14. Practice Task, Application, and Creativity You have just finished a square dance unit with your 4 th graders. You want to see how much of the “rules” of square dance they can use in the creation of a dance following the “rules” of square dance without using any of the traditional movements Design a task card giving students the parameters for the creation of a dance Allow students the choice of music and partners for the task

15. Sharing After each group has developed their sequence, the entire group will participate in the practice tasks Critique the practice tasks based on the guidelines for deliberate practice Make specific suggestions for change Identify what worked and what might need modified for each group.